“The TR35 recognizes the world’s top 35 young innovators that are radically transforming technology as we know it. Their work – spanning medicine, computing, communications, energy, electronics and nanotechnology — is changing our world”, according to MIT Technology Review.
According to a LUMS press release today, this is the first time that a Pakistani has been selected in the TR35 list.
Dr. Umar Saif joins an elite group of researchers and entrepreneurs selected over the last decade. Previous winners include Larry Page and Sergey Brin, the co-founders of Google; Mark Zuckerberg, founder of Facebook; Jonathan Ive, the chief designer at Apple; David Karp, founder of Tumbler; Harvard Professor Alán Aspuru-Guzik for his work on Quantum computers; and MIT Neuroscientist Ed Boyden, one of the inventors of the emerging field of optogenetics, which makes it possible to control neurons with light.
Dr. Saif joined LUMS after completing a post doctorate at MIT where he was part of the group that developed technologies for project Oxygen. At LUMS, his research is focused on technology for developing regions. He has recently developed BitMate, a BitTorrent client for improving download speeds in regions with poor Internet connectivity. The client was been downloaded more than 30,000 times by people in 173 countries.
Dr. Saif is also a co-founder of several startups at his Saif Center for Innovation. The startups include SeenReport, BumpIn, and SMSall. Talking to STEP earlier, he offered his vision of Saif Center in a previous interview here. He has received numerous awards for his work, including the Mark Weiser award, Microsoft Research award, and IDG CIO Technology pioneer award. He was also named as a Young Global Leader by the World Economic Forum in 2010.
Now that the debate on whether to devolve or dissolve or d-something HEC has –at least for the time being — ended, it is time to go back to the fundamental challenges facing Pakistan in higher education and look for some answer. To me, the fundamental challenge facing Pakistan is simply this: 95% of college-age population is out of institutions for higher education, and therefore, without marketable skills in the 21st century.
How to bring this number down and create a skilled workforce is no small challenge. And, the fact that higher education in high-value fields like engineering and medicine is fairly expensive makes the problem even harder. University of Engineering and Technology, Lahore, one of the premier public-sector engineering schools in the country, spends roughly Rs. 200,000 per student per year (not including the cost of developing new infrastructure for future expansion). Add to that the cost of living that is usually borne by the student himself or herself, and the price tag of producing one engineer runs well over a million rupees. Multiply that with the need to produce tens of thousands of engineers and scientists to keep pace with developing countries like Turkey, Brazil, India and China, and it is easy to see how daunting the math simply is. To illustrate the point, Chinese universities graduate roughly 350,000 engineers each year. If we were to aim at producing 50,000 engineers at the cost of Rs. 0.25 million each (borne by the state), it would add up to Rs. 12.5 billion just to run the engineering programs nation-wide. The entire budget allocation for HEC for the fiscal year 2011-12 is Rs. 14 billion.
The important question, which to my view is not getting enough attention, then is this: How do we create a system where we are able to train tens of thousands of engineers every year without going deeper into debt? And, perhaps more importantly, how to do we create a system where the engineers our universities produce are job-ready? Because, after 16 years of education, if it takes an engineer another two years (or more) to add value to the society, it simply adds to the burden.
A one-of-a-kind experiential education program in the Iron Range region in northeastern Minnesota in the United States offers an worthy model. The Iron Range region is rich in multiple distinct bands of iron ore, and houses mining, paper, and energy industry. Faced with the challenge of finding engineers who are ready and willing to work in the local industry, a consortium of local businesses and universities have banded together to design a unique engineering programmed called Iron Range Engineering (IRE).
IRE is an upper division engineering program (3rd and 4th years). Students graduate with a B.S. in Engineering, with an emphasis of their choice (e.g., Mechanical Engineering) from Minnesota State University. Students join the Iron Range Engineering program after spending two years taking foundational courses in maths, programming, and engineering sciences at area community colleges or other universities. Specifically, the program requires that incoming students complete 51 credits, including the following courses:
General Physics (calculus-based), 10 credits
Calculus and Differential Equations, 16 credits
Introduction to Engineering, 2 credits
Engineering Mechanics (Statics & Dynamics), 6 credits
Electrical Engineering (Circuits, including lab), 4 credits
Chemistry, 5 credits
English Composition, 4 credits
Computer Graphics Communication, 1 credit
Geometric Dimensioning & Tolerancing, 1 credit
Introduction to Problem Solving and Engineering Design, 2 credits
The distinguishing feature of that program is that at IRE, students do not take any classes. They spend 20 hours per week working on projects at local manufacturing plants under the direction of practicing engineers. The remaining 20 hours per week are devoted to learning engineering theory and discussing its application with the faculty. As a result, students and faculty spend a tremendous amount of time interacting on the learning of the technical knowledge, the professional skills, and design processes. This unique method of instruction completes them as engineers, while keeping them firmly grounded in the context of the local manufacturing industry.
Students in the program blog about their experience on irengineering.blogspot.com. Their posts provides a window into the program and what kind of projects the students are engaged in. For example, on April 7, a student blogged:
After multiple meetings with the engineers and mechanics, we have narrowed our design down to hydraulics. The team has been working to complete two different mounting designs for the hydraulic system for installation. When the designs are finished and our price estimates are complete, we will then present our final work to Hibbing Taconite. We are nearing completion, even though we planned on having our final deliverable done by Friday, April 15th. We set our finish date early so that if we ran into issues or had delays, we could still finish before the end of the semester. Also, we set our end date sooner so that Hibbing Taconite could install the lift system as soon as possible because they are ready to get it installed
Iron Range Engineering is a program in its infancy. Started in 2009, there are currently only 25 students in the program with the first graduates expected in December, 2011. So, it may be a while before we can judge the success of the program. But, that does not mean we cannot learn from it and build from its example.
A program like IRE offers several unique benefits in the context of our own education system:
First, by allowing students to take foundational courses at local colleges, instead of national universities which are concentrated in major metropolitan cities, the cost of both tuition and lodging can be reduced significantly for students in rural areas or residing outside major metropolitan cities like Lahore, Rawalpindi, and Karachi. In addition to lowering the financial cost for families outside major cities, this option can be especially attractive for girls whose parents might be reluctant to send them to major cities at a young age.
Second, by teaming up students with professionals in the industry, the time spent in the engineering program contributes directly to job-readiness of the students. Since students have access to the faculty at the university during this time, they are not reliant entirely on their industry mentors for help and guidance in technical matters. In other words, it allows industry to off-load part of employee training to the university.
Finally, and perhaps most importantly, a program like the IRE creates a true symbiotic relationship between the local industry and the academia. The industry benefits mainly by having a ready supply of qualified engineers who can not only meet the technical needs, but are also familiar with the work environment. And, the academia benefits by offering the faculty an organic collaborative relationship with the industry — a true win-win for both sides, and especially for the students.
It may be that IRE model is an idea far too radical, and far too demanding to work in Pakistan. Many times, when it comes to education policy, what appears like a sound idea on paper does not translate well in the real world. So may be the case with IRE. My point, however is that the cost of traditional higher education is simply far too great on the individual and the societal level to work for a populous and debt-ridden country like Pakistan. We have no choice but to think of creative ways to leverage precious resources to benefit the greatest number of students. The traditional four-year programs offered at our top engineering universities like the UET Lahore, NUST SEECS, and LUMS SSE simply cannot be scaled to large enough a number. We have to come to terms with this basic reality, and chart a different course rather than try to replicate the same model of education but with inferior resources.
Umar Saif is Associate Professor in the Computer Science Department at Lahore University of Management Sciences (LUMS) and heads the Saif Center of Innovation (SCI, pronounced as ‘sky’), an incubator and training center for technology entrepreneurs and enthusiasts. Read the rest of this entry »
In a country where a quarter of the population lives under the poverty line, and millions of children who should be enlightening themselves with knowledge spend their childhood working in shabby workshops, it’s not surprising that people aspire to improve the condition of the country or their particular surroundings. One such example is Project Topi, a student-run organization that works for the uplift of the remote village of Topi where Ghulam Ishaq Khan Institute of Engineering Sciences and Technology (GIKI) is situated. The organization is independently run by the students of GIKI, with Dr. Tariq Saeed as the faculty adviser.Read the rest of this entry »
Babar Ahmad is the CEO of Mindstorm Studios, a gaming start up in Lahore, Pakistan. Babar is focused on creating world-class gaming titles on the PC and console platforms from within Pakistan. Babar also has a passion for teaching and lectures at the Engineering Department at LUMS. Prior to that, he was working as a wireless applications engineer at Silicon Laboratories. Babar holds a Masters in Wireless Communication and Management Sciences from Stanford University and a Bachelors degree in Electrical Engineering from University of Texas.
STEP: Tell us a little bit about Mindstorm Studios . How and when did it start, how big is the team, and what have you been doing (in addition to Cricket Revolution and all)?
Babar Ahmed: Mindstorm Studios was actually my brother’s brainchild. I was still in the US when he decided he wanted to make a cricket game. He was in Dubai back then; this is summer 2006. So he upped and came to Lahore, at about the same time that I decided to move to Pakistan. Neither of us had ever lived here before (been in UAE and USA all our lives); so it was an “interesting” experience to say the least. I’m referring to breaking red lights in reverse at midnight in my spanking new 2006 creaky Alto! Coming from a culture that tickets you on breaking a STOP sign, it was a change! I started teaching at LUMS shortly and helped my brother found Mindstorm.
We’ve been through a few phases over the past years and have dabbled in quite a few areas such as 3D short film animation, architectural visualization, creative advertisement, casual games, and 3D games. If you check out www.mindstormstudios.com you’ll see remnants of some of our portfolios up there. Currently, we’re focused on game development for the iOS platform (iPhone and iPad). We’ve launched about 5 titles on the platform so far, with another 4 coming out soon, and have over 3 million cumulative downloads of our games.
STEP: You went to graduate school at Stanford and then came to Pakistan to kick off your company. How was the experience of doing a start up without the necessary support structure that exists in the Silicon Valley? Is there a nascent start-up culture emerging in Pakistan?
BA: As counter-intuitive as it might sound, it’s a LOT easier to do a startup in Pakistan than it is in the Valley! Here’s the simple reason why: $10,000 might last a startup in Pakistan 6 months… you’d be lucky to make it past your first month in the US with that money! Sure, raising that $10k is hard, but its no walk in the park in the US either. Additionally, you can get a LOT of mileage from family/seed funding here unlike in the US, where you HAVE to go for Angel or VC funding very early in the company’s life cycle because costs are so high. Rent here is cheap, people typically have strong family support systems and you can work out of people’s basements (we all have those here), there’s VERY little red-tape in starting a company here. Picture this: 3 people, 3 laptops, a basement, a wimax connection, some pizza and coffee, and there you go! You have the next internet startup in Lahore!
In the US, man, its competitive! First off, you have visa issues: if you’re not working somewhere you can’t stay in the country. Gotta resolve those first! Then there’s the obnoxious cost of doing anything! Then, you have to convince people to LEAVE their $100k per year jobs and go out on a limb with you. Good luck doing that with a $10k budget! Moreover, if the people you’re trying to convince are good enough (and they SHOULD be), then you’ll have another 10 people like yourself with similar offers! And once you’ve managed all that, you have to get your idea in front of a VC who has another 1000 ideas or more sitting on his table waiting for his attention! And IFFFFFF all of that works out for you, you give up a big chunk of your stake in your company to make it happen.
See where I’m going with this? It’s the age of connectivity. The only thing stopping you from reaching a gazillion people is yourself. Doesn’t matter where you’re sitting. For example, we have 2.5 million downloads of our game Whacksy Taxi on the iPhone. How many of those people know that just a few guys created that game in 7 weeks out of a dusty room in Lahore? Of course, it also depends on the TYPE of startup you want to do, but I really feel there’s a LOT that can be done regardless of your physical location, and that makes Pakistan a very attractive environment for startups.
STEP: A game studio is different from the usual software development company. What unique opportunities and risks did you experience in establishing a game company in Pakistan?
BA: Doing a game startup was particularly hard for us; not having any experience in the space didn’t help much either! The issue with game development is, exactly as you put it, its not traditional software development. Its walking the middle line between the left brain and the right brain. Finding the right people and making them mesh together to deliver on a creative vision is no easy task. We faced loads of issues, from audio production to art direction to motion capture and physics engines and everything in between! One of the key issues in Pakistan is finding people with the right exposure; notice I didn’t say skill set. You get some pretty mean coders and artists here; however making a video game is like making a movie, or a song. You have to make something that’s cool and appeals and to your target market’s entertainment requirements, and for that you need to be exposed to what that market likes and doesn’t like. Also, given the maturity of tools these days, you don’t need an army of developers to make the next hit game; in fact, I’ve seen several 2 man teams that have been very successful in the mobile games business.
Pakistan posed its unique challenges, the least of which was electricity! Personally, the way the game development industry has rapidly transformed over the past 3 years, I don’t believe that physical locality impacts your ability to deliver entertainment any more. That might be the case if you’re trying to make a $50M production that rivals Halo. But you’re not! You no longer have to make Steven Spielberg-type movie productions; you just have to make the next YouTube hit and you’re home free. And trust me, you DON’T need a degree if film making to do that!
I’m not trying to trivialize making a startup or a successful company/product. It really IS hard! I’m just saying in this age of connectivity and information, it’s a lot less harder than it used to be. There are fewer and fewer business and trade secrets, there’s an abundance of knowledge and information, and there are several vehicles readily available to get your message/product in front of millions.
STEP: Let’s talk about Cricket Revolution. There is a flurry of start-up activity around iPhone and Android games. Mindstorm, like you said, is active on that front as well. What made you switch gears and target the classic PC gaming market?
BA: Well, it was actually the other way round for us. We started off as a classic PC game developer back in 2006 when touch interfaces still belonged in movies like Minority Report. And then Steve Jobs changed the world; 5 years later here we are with a strong iOS focus making games for the iPhone and the iPad. We still had to see our initial development through though, and managed to get Cricket Revolution out the door in late 2009.
STEP: How long did it take to develop Cricket Revolution? What were some of the biggest challenges in developing and marketing?
BA: Three and a half years. In hindsight, we could have done it a lot sooner, probably in two, but that’s if we had known then what we know now. During the course of development we thought our biggest challenge was animation and real-time multiplayer gameplay. How were we going to get 500 cricket animations into the game? We had to learn about motion capture, figure out that it was too expensive for us to afford, and then just figure out a hack-way of doing it ourselves at a fraction of the cost. Solving real-time multiplayer issues was a challenge – how were we going to get players across the globe to time their shot within a few milliseconds when the latency between them was over half a second to begin with? Well, we never DID solve that problem! So we had lots of online connectivity issues and what not. Other development issues were creating a custom physics engine, a custom animation engine, designing the game to hit that “sweet spot” which is very elusive to find (WHY is it that you like some songs and don’t like others? What’s the magic entertainment recipe?). But all that aside, we managed to plough through development and get the game out the door, a very tough 3 and a half years later.
It was only after that, that we realized we still had our biggest problem still ahead of us… and that was marketing! Hey, I’m an engineer, and that’s all I’ve been taught since high school. The only thing I had sold so far was virtual crops in Farmville! So, how in God’s name, were we going to get our product to sell millions of copies across multiple international markets? Well, that’s where the publisher comes in; unfortunately, we chose the wrong publisher and got burned. Our game didn’t do that well, and a lot of the selling was left on our shoulders. Alhamdulillah, we managed to overcome that challenge with a few well-timed deals with Pepsi in Pakistan and Valve’s digital distribution via Steam, but it was a VERY nerve wrecking few months getting those deals in place. It taught us a very important business lesson, and that is you have to begin your marketing activities from day 0, BEFORE production even begins. That’s a little hard to do given we’re an engineering driven company, but that’s the only thing that can convert a cool product into a successful business. No business, no product.
STEP: Has the game been a local success? Have you been successful in dealing with piracy in Pakistan (and many other cricket-loving nations)?
BA: Yes and no. I’ve actually sat at shops in Hafeez Center (Lahore) and watched people come in and purchase a pirated copy of our game for peanuts! It’s a fools wish to try and combat piracy in a country like Pakistan. We have a hard time enforcing Supreme Court laws on security, let alone international copyright laws on video games! So instead of fighting piracy in Pakistan, I decided to embrace it and give the game out for free instead. To do so, we brought Pepsi into the deal, sold the rights of the game to them in Pakistan, and had them distribute the game for free throughout the territory. Everyone wins. In India, the market is a little more mature and large enough for non-pirated content to make a mark. We had some successful deals there too with multiple retailers and distributors picking up our game and selling it through several outlet stores all over India. That, in addition to digital distribution via Steam, has resulted in a fairly wide adoption for our game, as far as independently produced PC games go.
STEP: Congratulations to you for Cricket Power becoming the official ICC World Cup game? How was the competition? What set Cricket Revolution apart from the rest?
BA: Thank you! I can’t speak for the competition; there are a few pretty good cricket games out there from the likes of EA and Codemasters. We pitched our game to a publisher, who then pitched it to the ICC; one thing led to another, ICC really liked our game, the publisher believed in our development capability, and lo and behold Cricket Power happened. The key was that we offered a complete 3D game served entirely in the browser, which was something that no one else had done in the past at the quality mark that we had. So we really had a product that stood out from the rest with a fairly small digital footprint in terms of download size. That, plus the fact that the game was redesigned for the casual audience in a pick up and play style gave it the boost it needed for selection. We’re really happy that we made it that far; hadn’t planned for it! But, alhamdulillah, the product shone through and here we are!
STEP: What’s next for Cricket Revolution and your company?
BA: We’re working hard on our next titles. We’re targeting the iOS primarily for now, so stay tuned for some releases soon! As far as Mindstorm goes, I really would like to see a game development industry grow in Pakistan by taking the lead from companies like ourselves and others who have gone down this path. I mean, game development is HUGE! Like, bigger than Hollywood HUGE! It’s not THAT hard to do, given the multitude of resources and tools available on the web. Pakistan is a low cost development center, you have everything you need on your laptop, and a single hit can make you good money! I would really like to see Pakistan come up on the global map for game development. A lot of countries are doing so, some with amazing government support (I believe Malaysia offers free electricity, office space, and 50% salary subsidy to game developers!!!!). I think if we can spawn a few startups in this space due to our efforts, and publicity that we’ve achieved, I would believe Mindstorm has truly done its job.
STEP: You also teach at LUMS. Do you think the Computer Science programs in our universities are adequately preparing students for a career in game development? If not, what needs to change?
BA: No, I don’t think they are. In my opinion, there are three aspects to this: a) Technical, b) Career, and c) Creativity. From a technical perspective, we’re more or less ok. Yes, we could do with a few courses targeted specifically to the game development pipeline to demystify the process for young minds. However, programming is just a small part of creating a game. Game design, production methods, audio production, quality assurance, and psychology are all equally important, to name a few. So, you CAN throw in game development courses into a CS curriculum, but unless a curriculum targets these other aspects that are equally important to game development, you’ll just end up with good programmers, which is good, sure, but only part of the equation. The second issue is a career perspective. Our professors and educators need to understand that game development is one of the hottest career choices on the planet right now, and will continue to be for some time. We have some serious cultural issues associated with games where the older generation believes that games are a total waste of time and not important. While they have a particular perspective, the world truly has changed. The average age of a gamer is now 35!! Everyone’s playing games! And unless our educators (and our families) treat this profession as a viable career choice, game development as a career just won’t get the adoption it deserves.
Lastly, the BIGGEST issue is creativity. Most curricula are designed to follow patterns; courses where there is a right answer and a wrong answer. The entire grading system is predicated on this one fact, and it has to be. This forces the mind to think along a certain line, a certain path, and move away from experimentation for fear of failure. This is a deeper psychological issue that can’t really be fixed just in a few courses. But I ask you, would you have guessed that a video like “Charlie Bit My Finger” would have 294 MILLION views on YouTube? Or do you think a game like “iFart” would make $100,000 in 2 weeks and be the #1 app on the App Store? I’m not saying that things like these always work. What I AM saying is that game developers need to think out of the box to truly define what entertainment value is, and it could be anything that our imagination allows it to be. I just don’t think our curricula are designed to grow that thought process and could do with a dash of imagination and fearless creativity.
The following article is heavily influenced by Paul Lockhart’s brilliant article, ‘A mathematician’s lament’. I only hope to add my experiences as a Pakistani student to back his stance in the debate over Mathematics Education.
Throughout my life I have hated mathematics with a passion. I hated its rules and notations. I hated the fact that I had absolutely no say in whatever was going on in the class. I just had to sit there and listen to my math teacher go on and on about formulas, notations needed to write these formulas, practice questions which would help us memorize these formulas and eventually “practical problems” which were supposed to exhibit the relevance of these formulas in everyday life although even the eight year-old me could tell that these were merely the same practice questions loosely disguised in the most unlikely of social situations known to man. And frankly, I didn’t care. I didn’t care where x was, or how much older Mary was than her brother Mark or when train A would reach London. As far as I was concerned math was an obsolete science to which I didn’t want to contribute to and which, for the most part, didn’t really want me to contribute to it anyway.
Therefore it comes as a surprise to many people that I am currently a Computer Science major focusing on theoretical computer science, which is basically a branch of mathematics. I, who had once famously given a speech to my seventh-grade math class about the pointlessness of mathematics, am now the one trying to explain to other people the beauty of Erdos’ brilliant proofs. And it all started with the following beautiful proof of the infinity of prime numbers:
For any finite set {p1,p2…pr} of primes consider the number n= p1..p2..p3…pr +1. This n has a prime divisor p but this is not one of the {p1,p2…pr}, otherwise p would be a divisor of n and the product p1..p2..p3…pr , and thus also of the difference n-( p1..p2..p3…pr) =1, which is impossible. So a finite set {p1,p2…pr} cannot be the collection of all prime numbers.
I first heard of this proof in the first lecture of a discrete mathematics course I took during my sophomore year at university. The instructor didn’t even write the proof down, with all its messy set notation. He just told us about the idea of putting the prime numbers together in a group and showed us what goes wrong if we assume the group to be finite. At first I thought this was one of those introductory shenanigans professors deploy in the first class to get students interested. How could something so simple be counted as math? Where were the fancy symbols and the list of variables with their definitions? Where was the list of steps used to reach the conclusion? Where were the ten similar questions I needed to solve at home for practice? This was simply a clever idea used to solve a problem. Surely, this couldn’t be math! But, as I have learnt in the past year, this is basically what math is: a set of simple ideas used to solve problems. Sometimes the problems can be simplified to older problems for which people have already come up with solutions. Sometimes ideas which have been used to solve a certain problem can be used to solve an unrelated problem. But the simplicity of the process remains intact. It is the ‘idea’ which is at the heart of all mathematics, and to come up with ideas you just need creativity (and maybe a pencil and a notebook).
If a course can change the path of a person’s life, then this discrete math course changed mine. In the course of nine weeks, I was introduced to the kind of math I hadn’t even known existed. For the first time in my life I didn’t feel like a robot while doing math. I actually had to think about the problems and figure out strategies for solving them. While I was introduced to techniques like induction and graph theory, for the most part my assignments and exams required me to come up with my own strategies based on these techniques and my own logical arguments and common sense. Math was like an elaborate game and finally I felt like it actually wanted me to take part.
So, this brings us to the central question: why did I, and countless other students, hate elementary and high school math? What needs to be done to make mathematics more interesting to students? Although I do not have any experience teaching mathematics, I do remember the reasons why I hated it so much and know exactly what eventually made me realize that I wanted to study a branch of mathematics as my major. For the sake of this article, I am going to ignore factors which affect all subjects alike and focus on why math has become such a hated subject.
Looking back at my years of struggling with high school math the first word that comes to mind is boredom. And this was not caused by a lack of interest in school because I was generally a very enthusiastic kid. I loved studying languages, history, and science. It was just math that I dreaded. And looking back at the way math is taught it comes as no surprise. While all other subjects are taught as an amalgamation of the history, foundations, rules and applications of the subject, math is mainly limited to the rules of the subject. Take a typical sixth grade science class. I remember learning about the effect of different factors on the rate of evaporation by placing different shaped beakers filled with water all over the school campus. What followed was a memorable class in which we all had mock “evaporation races” as we timed the beakers to see which one would lose its water first.It was only once we had made our own conclusions about which factors affected evaporation, that our teacher explained Brownian motion to us. She also mentioned factors such as surface area and wind-speed, which most of us had been able to conclude for ourselves based on the observations we had made.
Now compare this to a typical sixth grade math class. Looking back, sixth grade was when some of the most wonderful mathematical concepts were introduced to us. It was in the sixth grade that we first encountered the idea of a variable and started to really analyze shapes. Statistics was introduced, and we started manipulating probabilities to get results which even now give me the feeling of being able to predict the future. But in the midst of all these amazing ideas, this is how a typical math class would go:
Teacher: An isosceles triangle is a triangle which has two sides of equal length. Okay?
Students: YES!
Teacher: So what is an isosceles triangle?
Students: A TRIANGLE WHICH HAS TWO SIDES OF EQUAL LENGTH !
And you can bet one of the questions on the progress test would be: “What is an isosceles triangle?”. In such a situation who would be interested in math? And these are not just two extreme examples I have mentioned to prove my point. Science that year continued to keep us hooked: we grew plants in inky water, caught insects in jars, experimented with mirrors and discovered the material we were supposed to learn, while in math we moved on to triangles which had no sides of equal length (I honestly don’t remember what they were called, though I think it begins with an s) and other lexical atrocities.
You may argue that science is an extreme example and that math just doesn’t have the exciting material needed to keep students hooked. While science teachers can use models, take their students outside or perform simple experiments to demonstrate their material, math teachers have nothing to interest a group of thirty kids. Not only do I disagree with this, I actually claim that it is the other way round and that it is the math teachers that have it good. While science teachers need extensive (and often non-available) funding to buy lab equipment and take their students out on field trips, all a math teacher needs are thirty pencils and notebooks. And how does he keep them interested? Well, he actually asks them to do some math. Do you remember the puzzle we probably all tried as kids in which we had to draw a house without lifting our pencils. That is just a simple example of a Eulerian path. And those complicated strategies for winning card games that our older siblings tried to explain to us were mostly simple applications of probability. The tower of rings of increasingly small diameters which we had to shift to another peg is the most common example given for recursive algorithms. The list of interesting mathematical problems which we solved willingly as kids is endless. Nim, Hex, magic tricks, and riddles in which we had to find loopholes in logical arguments are all example of the math we enjoyed as children and it is these problems which should be bought to the classroom to make math classes more interesting.
Another issue which I find with the way mathematics is taught, which is closely related to the first, is the extreme and almost exclusive emphasis on the utterly mundane aspects of mathematics. Take the isosceles triangle example above. Would it really have mattered if we had called the triangles, “triangles with two equal sides”? Maybe shortened to TWTES (pronounced tevtes). What’s important are the properties of these triangles. Instead of asking a child to spend time trying to memorize the pronunciation and spelling of this weird word, she should be asked to think about how they are made, and how the angles inside this triangle are related to each other. I am pretty sure if a child made a dozen different TWTES’ she would figure out most of their properties for herself and she would actually enjoy the mental excursion of discovering these properties instead of hastily be given a list of them in the last fifteen minutes of class.
Admittedly, there are some terms and jargon that a student of mathematics must learn in order for the classes to be held smoothly and for the students to eventually take part in the wider mathematical discourse. But no other subject puts even half of the emphasis that math places on its lexicon. Take the example of chemistry. If a subject has the right to focus on terminology it is chemistry, with it’s multitude of symbols, chemical formulas and specific reactions. But not once do I remember a chemistry teacher reciting the names of the elements along with their atomic symbols. Instead, we focused on the elements and their reactions and any time we needed help deciphering a symbol we could simply look it up on the huge periodic table taped to the classroom wall. Maybe that is what mathematics needs: a periodic table of shapes and functions which would be taped to the wall of every classroom. Then, children all over the world could forget about mathematical terminology and actually do some math.
And by ‘doing math’ I don’t mean the mindless repetition, or solving exercise problems at the end of every chapter. As a result of school mathematics, most people end up believing math is the application of known rules to problems that we know the rules can solve. That is the job of an accountant or a cashier or an insurance planner. A mathematicians job is much simpler. He must come up with the rules that other people are to use. When faced with a problem, he is not told that it can be solved using the second trigonometric identity; that is what he must figure out. And while this is harder than simply applying a set of rules, the result of coming up with a solution is infinitely more rewarding. You can compare the two as the difference between the joy a child feels in having an adult place him on a bike and push him along, and the joy he feels when he races through the park himself. It is hard to teach him how to ride and it might take him ages to learn but all parents understand that the end result is worth it. Math teachers should definitely do the same with their students.
And if difficulty was such a major barrier, why doesn’t it stop teachers of other subjects from trying to get their students to appreciate the beauty of their fields? By the end of high school most of us have faced the toughest aspects of most of the other subjects. We have read Iqbal’s poetry and critiqued it with our peers. We have a deep understanding of how the major systems of the body work. We have built electrical devices and have made original pieces of art in a range of different mediums. Then, why is it that most of us only experience the joy of coming up with a true mathematical proof well into our undergraduate programs? Surely there is something wrong going on here.
In Fall 2008, the Lahore University of Management Sciences (LUMS) opened its doors to 150 freshmen students to study science and engineering at its brand new School of Science and Engineering (SSE). Offering undergraduate degrees in Biology, Chemistry, Mathematics, Physics, Computer Science, and Electrical Engineering, and graduate degrees in Computer Science and Mathematics, LUMS SSE had much grander plans than most Pakistani universities. Indeed, SSE envisions to be not just a “successful research university”, but “perhaps an MIT, Stanford or a Caltech for Pakistan.” To realize this vision, SSE was able to raise a significant amount of moneyRead the rest of this entry »
The history of Special Education in Pakistan goes back farther than the history of Pakistan itself. With the earliest school for disabled children established in Lahore in 1906, it has now been more than a century since institutions dedicated to the education of special children have been in operation. Since then the development of special education institutions has been anything but smooth, coming to almost a complete standstill for quite some time after the partition of India. Rapid developments started in the 80’s when 1981 was declared the International Year of the Disabled by the United Nations. Currently, a network of federal, provincial, and NGO-based institutions provide education to approximately 24000 special children, which is hardly 4% of the total population of children with special needs in Pakistan. What are the reasons behind this shortfall in academic institutions for those with special needs? How can this shortfall be erased efficiently? How are the current institutions performing? And what needs to be done to improve their performance?
We posed these and some other questions to Sara Chak, a Developmental Therapist working in the Developmental Pediatrics Department at the Children’s Hospital, Lahore. Sara has a Masters in Special Education from Punjab University and has been working with special children for the last six years. Currently, she works with the parents or guardians of children with special needs.
STEP:The Special Education system relies on the detection of disabilities in infants and young children. In Pakistan, how advanced is the system of detection of disabilities which would lead a child to be described as having special needs?
Sara Chak: Most disabilities such as Down Syndrome, Cerebral Palsy, bone defects, and epilepsy are identified at birth and most hospitals in Pakistan currently have an advanced system of assessing newborns for these conditions. Some disabilities, such as visual and hearing impairments, are diagnosed later on in the child’s life, but again the pediatric departments of most hospitals have the resources to perform tests to diagnose these disabilities. The problem, of course, lies in the fact that most children in Pakistan, are not born in hospitals. Traditional midwives are unable to assess newborns for theses disabilities and thus their detection is delayed, sometimes indefinitely.
One area of assessment where Pakistan lags behind is the psychological testing of those with visual or hearing impairments. Currently no institution in Pakistan currently provides tests for the intellectual assessment of these students, which hinders the academic progress of these children.
STEP: What is the next step taken once a child with special needs has been identified?
SC: This depends on the institution the child is taken to by his or her guardians and the recommendations of those they consult, usually the doctor who diagnosed the disability. Here at the Children’s hospital we have two learning centers: the two-hour learning center and the four-hour learning center. The two-hour learning center is mostly for children under the age of five, where each child is taught on a one-on-one basis. Apart from teaching the child, the teacher focuses on preparing the child to work in a group environment. In the four hour learning center, group teaching sessions take place everyday. These are continued as long as we feel that the child is benefiting from them. Once we feel that the child has reached his or her learning potential, we guide him/her through an occupational placement program. In this process, we help the child figure out a skill he or she would like to learn and one which we think the child is capable of doing. We refer him/her to vocational training institutes for people with special needs. Thus our aim is to make him/her an independent member of the society.
STEP: What kinds of jobs do these children usually end up with?
SC: All kinds. Traditionally, they went to vocational training centers to learn embroidery, woodwork, etc. But, recently two of my students trained to work at fast food restaurants and are currently working as part of the service staff at these restaurants.
STEP:Which other institutions are currently providing Special Education?
SC: Currently there is mixture of institutions. There are government-run institutions, non-governmental charity organizations, and private institutions. But the number of such institutions is not enough to cater to the demand. And these institutions are usually concentrated in the urban centers of Pakistan.
STEP:What major changes do you think are required in the Special Education sector?
SC: Firstly, I think the training of special education teachers needs to be altered. Currently in Pakistan the only degree offered in Special Education is a Masters degree. No other degree or diploma even has Special Education in its syllabus. In my opinion, Special Education should be introduced as a subject as early as possible. In other countries it is offered as a high-school level subject. For example, Special Education is an O-Level subject but this is not offered to students in Pakistan. The B.Ed degree that most teachers have should certainly require that the holder have some training in dealing with special children. A two-year course is not enough for a person to learn the intricacies of dealing with these children and making special education part of the B.Ed degree would increase the pool of teachers available to teach at Special Education institutions. In fact, if the society as a whole is to learn to accept and include those with special needs, we need to introduce the concept of special needs to children at a primary or secondary school level.
The Masters degree itself needs to be extended to a three year program and should include a year long mandatory internship. Currently, this internship is only a few months long and in my opinion this just isn’t enough. Teaching Special children is a skill best learned in an actual school, and thus greater on-field experience is needed to improve the quality of the graduates.
Secondly the institutions themselves need some changes in the way they are run. It is sad to see when the government offers excellent resources for Special Education but nobody knows how to use them. An example of this is the automatic Braille translation machine. Many institutions have them but they are not being used to their maximum potential. While they could be used to automatically translate large amounts of important material, very few people know how to use them leading them to be used marginally for manually translating text. Teachers are not taught how to operate them, it is a mechanics job to do so. Thus either teachers should be trained how to use these resources or trained personnel should be available to them.
Teachers themselves should pass through a vigorous screening procedure. Due to the mentioned lack of training in special education, most teachers in these schools have no experience or qualifications in teaching Special Children. Thus they have very little knowledge of their physical, psychological, or emotional needs. Another change which is happening on a global level but will take time to be implemented in Pakistan is the elimination of Special Education institutions altogether. Mainstreaming has almost completely replaced Special Education institutions in the developed world. Laws are in place which allow no school to reject a student on the basis of a disability. This way every school has to be prepared to handle a child with special needs. The structure of the schools needs to be such that allows special children to maneuver easily, they have teachers trained to deal with these children and other resources such as special computers and books are available in all schools. The idea of isolating these children is no longer morally or socially acceptable.
STEP: Could you elaborate on the concept of mainstreaming. Has this been adopted by schools in Pakistan?
SC: Mainstreaming defies the idea that children with special needs need to be segregated from other children. There are many benefits that come with doing this. First of all the special child does not feel isolated from the society. This makes it easier for them to become contributing members of the society. By segregating these children we only encourage their role as social outcasts. At this point, some private schools do admit children with special needs but in my experience, the facilities they have are far from satisfactory. They usually allocate a separate room for these children which nullifies the purpose of mainstreaming altogether.
STEP: An advantage of mainstreaming would be the wider acceptance of people with physical or mental disabilities in society. How far do you think the lack of this acceptance is a problem currently?
SC: This is a huge problem in Pakistan. As a therapist, I deal with special children everyday who are intentionally or unintentionally hurt by strangers, peers, and even their own family members. For example, those with visual or hearing impairments are often dealt with as if they have a mental disability, hampering their academic and social development. Even family members are guilty of ridiculing these children. A common example is that of children with Down Syndrome. They are often highly excited by music and can’t help moving enthusiastically when music is played. Family members will use this “trick” to entertain themselves and play music at odd times knowing the child will not be able to restrain himself from dancing. This ridicule has deep repercussions on the child’s development. We need to become mature as a society and learn how to deal with those with special needs in an accepting and respectful manner.
STEP:What are the opportunities available to people with special needs in higher education?
SC: Most universities do not discriminate against applicants because of their disabilities. I know for a fact that there are students with disabilities studying in GCU and FC College. But the number of such students is few. You have to understand that even though there are opportunities available to students to gain higher education, very few have access to good quality primary and secondary education which would make them eligible for higher education.
STEP: Ending on a positive note, could you mention some of the success stories of Special Education in Pakistan?
SC: A major positive step taken by the Musharraf government was to open the CSS examinations to those with special needs. They were allowed assistance in the examination and thus the civil service has now been opened to these people. This is a major step in the right direction since it proves that with the right assistance, those with special needs can be as contributing members of society as those without.
Rising Sun Institute, LRBT, Children’s Hospital are examples of special education institutes that are making a difference. STEP would like to laud their efforts and encourage readers to contribute to institutions like these which are providing education and training to those with special needs in any way they can.
The recent article by Sohaib Khan has touched a very important subject. Let me start by saying that I do not disagree with the core idea of that piece which, if I am allowed to summarize in a sentence, would be that research in Pakistan needs to be relevant to the local problems, with young researchers mentored towards practical, solutions-oriented research. Read the rest of this entry »
What benefit does research being done in Pakistani universities bring to the man on the street?
As the new breed of HEC-Funded PhD Scholars joins Pakistani universities, this is a pertinent question to ask. Producing PhDs, whether within Pakistan or abroad, is a significant investment, the cost of which is ultimately borne by the society. Can we assume that, in return, we will see tangible socio-economic benefits from their research, or should the society view the universities as ivory towers with little link to the real problems of Pakistan? After all, with 76% of population living at under $2 per day and 65% of women illiterate, can research spending on network routing protocols or multi-camera tracking algorithms be justified?
“Love thy neighbor” is how the saying goes, but words don’t always reflect reality. While the intense rivalry between India and Pakistan is not new, the World Trade Center event in September 2001 and its aftermath have left Pakistan in an unfamiliar and delicate relationship with its neighbor Afghanistan. The ongoing war and recent surge in NATO troops in Afghanistan, several suicide bombings in Pakistan, and the Bombay attacks in India last year have all but alienated not only the three countries of South Asia but also the United States.
Dreamfly hopes to bridge this gap by connecting children in the schools and community centers it funds and operates in the region.
“Kids in these countries grow up hating people from other countries in the region”, said Umaimah Mendhro, a recent graduate of Harvard Business School and one of the co-founders of Dreamfly. Umaimah has roots in Akri – a small village in Sindh, Pakistan – where Dreamfly built its first school. “Kids of Akri can’t even spell Harvard”, continued Umaimah, “and I want to make sure that the opportunities that enabled me to pursue higher education in the US are available to these kids as well”. Mona Akmal, the other co-founder of Dreamfly, believes she enjoys the life she has because of the opportunities provided to her by the education she received. Referring to the opportunities available to her, she said: “If you level the playing field, amazing things can happen”.
Mona and Umaimah joined hands two years ago to start Dreamfly with the bold aim of providing first-class education to children, in areas such as Akri where there are either no schools or no substantial resources for schools that might exist. Dreamfly chooses the location of a school (or a community center), raises funds, and designs its program (curriculum, summer camp etc.), and partners with local organizations (such as The Citizens Foundation in Pakistan, and Rubia in Afghanistan) to run day to day operations.
Dreamfly aspires to create an environment where kids dare to dream. While educating children remains at the core of its ambitions, what’s really striking about Dreamfly’s approach is its aim to bridge the gap between countries such as Pakistan, Afghanistan, India, and the US.
Here are some of the elements of Dreamfly’s projects.
Providing role models to the children. Dreamfly aims at building a strong bond between sponsors (most of whom are in the United States) and kids. The idea is to provide role models to students and to keep the community and sponsors involved in the growth of the children. For example,half way across the world in the United States, at events aptly called Dreamwall Pakistan and Dreamwall Afghanistan, attendees shared pictures of personal significance and wrote messages directly addressed to the children. In return, each student shared his or her name, age, and a dream. Students also shared their pictures taken using digital cameras provided to them by Dreamfly.
Connecting with sister schools. Dreamfly is working on establishing a sister relationship between its first school in Akri and a school in Seattle. Also, the curriculum in Dreamfly schools in Afghanistan, Pakistan, and India is designed to keep students in touch with students in the neighboring countries. This, in the long term, will play a part in reducing tension between these countries – one school at a time.
Providing computers and technology. Most of the schools in rural Pakistan do not have any computers. But the school in Akri has a computer lab and is aimed at addressing three problems at once.
Computer programs and videos such as Sesame Street are used to educate children and help them learn things in a more intuitive and fun way.
Computers provide a means to help children learn about technology itself, by learning how to program or how to use Office software and other tools.
Computers serve a big part of Dreamfly’s mission: bridging the gap. Students learn how to use email to stay in touch with their peers and sponsors. Moreover, Mona and Umaimah are designing curriculum in a way such that students can use social networking tools (such as Facebook) to stay in touch. This is still work in progress, as they want to ensure that social networking tools are used in a way that does not hinder their education.
While kids pursue their dreams in Dreamfly schools, their sponsors will stay updated with the impact of their donations. Similarly, the children will get to know more about their peers and role models in the US and other countries. It’s hard not to see why this will help bring these kids together and pave the way for strong relationships between these, sometimes very alienated, countries.
Saad Fazil does freelance writing for VentureBeat, where he focuses on deep analysis of emerging trends in the industry. He is the founder of Whizner Consulting, a technology strategy consulting firm. Prior to consulting, he held business analyst, product management, and sales consultant positions at Kayak.com, Oracle, and Alcatel. He received his MBA from MIT Sloan School of Management. He blogs at IT Valley and tweets at @sfrocks.
The views expressed in this article are solely those of the author and do not necessarily reflect the views of STEP.
What is the crucial quality important for succeeding in graduate school? I will provide a few examples that suggest that: i) The answer is not intelligence — a minimum of intelligence, such as what everyone reading this article has, is sufficient for succeeding in any graduate school, ii) it is … hard work. I apologize for the disappointment.
Here is what some of the great mathematicians, after having done work considered the very peak of human thought, think about the factors in their success:
Grothendieck, Fields Medalist 1966: “Since then I’ve had the chance, in the world of mathematics that bid me welcome, to meet quite a number of people, both among my “elders” and among young people in my general age group, who were much more brilliant, much more “gifted” than I was. I admired the facility with which they picked up, as if at play, new ideas, juggling them as if familiar with them from the cradle — while for myself I felt clumsy, even oafish, wandering painfully up an arduous track, like a dumb ox faced with an amorphous mountain of things that I had to learn (so I was assured), things I felt incapable of understanding the essentials or following through to the end. Indeed, there was little about me that identified the kind of bright student who wins at prestigious competitions or assimilates, almost by sleight of hand, the most forbidding subjects.”
Gauss: “If others would but reflect on mathematical truths as deeply and as continuously as I have, they would make my discoveries.”
The reason why I give credence to these remarks is that, while both Grothendieck and Gauss were considered amazing geniuses by their contemporaries, neither was known for being modest. (Grothendieck said: “In the history of mathematics, I have produced the greatest number of new ideas”, and Gauss was famous for putting down other mathematicians.) This, together with the fact that even at graduate schools in the US which attract the best and the brightest of students, the drop-out in computer science is over 50%, should suggest that other factors play a larger role in determining success or failure. In my opinion, a rather large reason for failure is the following, rather fragile, learning psychology.
In the current environment, everyone wants to be smart, or at any rate, appear smart. This severely interferes with learning, naturally: students who consider being smart important become more conservative in the length and hardness of problems they attempt, which is a reasonable risk-averse way of preserving their image. This approach works for undergraduates, especially under the diseased quarter system since the material covered is relatively shallow and easy. However, once one starts graduate studies and begins to think about problems where it is not even clear if a solution is possible, the habit of following the risk-averse strategy just doesn’t cut it.
Students not used to prolonged thinking on a single problem start off well. However, soon they find motivation and inspiration leaving them, and they start dreading working on the problem as failure would lead them to question something they (by now) crucially identify with: “smartness”. Procrastination kicks in, and soon the student is busy in a diverse set of academic (but non-research!) activities to hide the reality of not working, like writing complicated scripts to automate their soon-to-be-coming publication phase, optimizing their daily vitamin B12 intake, getting heavily involved with political and religious movements and so on. Few students are able to critically introspect, which is reasonable since society has informed them that smartness is what matters, and if they are unable to solve the problem quickly, the logical conclusion is that they are not smart. In this world-view, it is hard to even consider the suggestion that smartness matters fairly little in such matters and most fall prey to heavy depression. Some do manage to climb out: Feynman, physics Nobel Prize 1964, had developed a reputation for being an extremely smart guy at Los Alamos. He paid for this afterwards as an assistant professor at Cornell, where for the first two years he was paralyzed by this fear, and unable to do any worthwhile work. During this time, he received an invitation to join the prestigious Institute for Advanced Studies (where Einstein was one of the members) but refused since he felt useless as a researcher. Fortunately for science, later a positive reaction set in for him and he was able to overcome his fear (and later ended up writing books with titles “What Do You Care What Other People Think’”).
Instead of intelligence, persistence is the crucial parameter for success in graduate school:
Gowers, Fields Medalist 1998: “To illustrate with an extreme example, Andrew Wiles, who (at the age of over 40) proved Fermat’s Last Theorem … and thereby solved the worlds most famous unsolved mathematical problem is undoubtedly very clever, but he is not a genius in my sense. How, you might ask, could he possibly have done what he did without some sort of mysterious extra brainpower? The answer is that, remarkable though his achievement was, it is not so remarkable as to defy explanation. I do not know precisely what enabled him to succeed, but he would have needed a great deal of courage, determination, and patience, a wide knowledge of some very difficult work done by others, the good fortune to be in the right mathematical area at the right time, and an exceptional strategic ability.
This last quality is, ultimately, more important than freakish mental speed: the most profound contributions to mathematics are often made by tortoises rather than hares. As mathematicians develop, they learn various tricks of the trade, partly from the work of other mathematicians and partly as a result of many hours spent thinking about mathematics. What determines whether they can use their expertise to solve notorious problems is, in large measure, a matter of careful planning: attempting problems that are likely to be fruitful, knowing when to give up a line of thought (a difficult judgment to make), being able to sketch broad outlines of arguments before, just occasionally, managing to fill in the details. This demands a level of maturity, which is by no means incompatible with genius, but which does not always accompany it.” [Excerpted
from the excellent book "A Short Introduction to Mathematics"].
Though not directly related to research, the phenomenon that is Judit Polgar provides another fascinating insight into the reasons behind spectacular success in intellectual activities:
“Forty years ago, Laszlo Polgar, a Hungarian psychologist, conducted an epistolary courtship with a Ukrainian foreign language teacher named Klara. His letters to her weren’t filled with reflections on her cherubic beauty or vows of eternal love. Instead, they detailed a pedagogical experiment he was bent on carrying out with his future progeny. After studying the biographies of hundreds of great intellectuals, he had identified a common theme — early and intensive specialization in a particular subject. Laszlo [sic] believed he could turn any healthy child into a prodigy. He had already published a book on the subject, Bring Up Genius!, and he needed a wife willing to jump on board.” [Psychology Today]
The result were three sisters: Susan, Sofia, and Judit. Judit is by far the best female chess player in history, and ranked in the top-10 chess players in the world. Susan is the next(!) best female chess player in history. Sofia has a record-breaking performance in Italy that has become known as the “Sac of Rome”.
“Anders Ericsson is only vaguely familiar with the Polgars, but he has spent over 20 years building evidence in support of Laszlo’s theory of genius. Ericsson, a professor of psychology at Florida State University, argues that ‘extended deliberate practice’ is the true, if banal, key to success. ‘Nothing shows that innate factors are a necessary prerequisite for expert level mastery in most fields,’ he says … His interviews with 78 German pianists and violinists revealed that by age 20, the best had spent an estimated 10,000 hours practicing, on average 5,000 hours more than a less accomplished group. Unless you’re dealing with a cosmic anomaly like Mozart, he argues, an enormous amount of hard work is what makes a prodigy’s performance look so effortless. ‘My father believes that innate talent is nothing, that [success] is 99 percent hard work,’ Susan says. ‘I agree with him.‘ “
The effect of psychology on learning is illustrated nicely in an interesting recent experiment: A group of researchers led by Carol Dweck of Columbia University went to a very competitive school’s 5th grade class, and randomly split it into two groups. Both groups were given the same easy puzzles to solve, and the performance of each child noted. Both groups scored well. After the exam, the first group was told ‘you must have really worked hard’, while the second group of children were rewarded by saying ‘you must be smart at this‘. For the second round, both groups were given the same choice: either take another easy exam, or a much harder exam. Here’s the punchline: over 90% of students in the first group chose the harder exam, while the majority of children in the second group chose the easier exam. In the third round, everyone had to do the harder exam:
Dweck: “When we praise children for their intelligence, we tell them that this is the name of the game: Look smart, don’t risk making mistakes … [In the third round, children in first group] got very involved, willing to try every solution to the puzzles … Many of them remarked, unprovoked “This is my favorite test” [while for the students in second group] you could see the strain. They were sweating and miserable.”
The NYMag article ends with the following sage advice, on which I’ll also end: “The brain is ultimately just a muscle. Make it stronger by working it out.”
Editor’s Note: The views expressed in this article are solely those of the author and do not necessarily reflect the views of STEP.
While security remains the biggest concern for Pakistani citizens, there are those who believe that education is the best way to ensure security in the future. Bringing education to the masses is no easy task, especially when parents cannot afford education for their children, and would understandably prefer their kids to make money by looming carpets for example. Business and Life Skills School (BLISS) wants to solve this “either school or work” problem. Read the rest of this entry »
STEP: Till now, mostly you were funding projects in the academia. Would you be looking at funding projects that are directly initiated by the industry?
QS: We are supposed to fund projects submitted by the industry. Our proposal can be initiated by even an individual. But, being an entity that funds public money, the longevity of the institution to which we are giving money is very important to us. An individual can take the money (from us), work for a little while, and then disappear. What do we do then? Universities don’t disappear. They can provide longevity and credibility to the project. And, it is not (just) longevity for the length of that project but even after that. Read the rest of this entry »
Umar Saif, associate professor at LUMS, has been selected as a Young Innovator under 35 by Technology Review magazine, published by MIT. His work has been cited for improving connectivity in poor nations.
And by ‘doing math’ I don’t mean the mindless repetition, or solving exercise problems at the end of every chapter. As a result of school mathematics, most people end up believing math is the application of known rules to problems that we know the rules can solve. That is the job of an accountant or a cashier or an insurance planner. A mathematicians job is much simpler. He must come up with the rules that other people are to use. When faced with a problem, he is not told that it can be solved using the second trigonometric identity; that is what he must figure out. And while this is harder than simply applying a set of rules, the result of coming up with a solution is infinitely more rewarding. You can compare the two as the difference between the joy a child feels in having an adult place him on a bike and push him along, and the joy he feels when he races through the park himself. It is hard to teach him how to ride and it might take him ages to learn but all parents understand that the end result is worth it. Math teachers should definitely do the same with their students.
In Fall 2008, the Lahore University of Management Sciences (LUMS) opened its doors to 150 freshmen students to study science and engineering at its brand new 
What is the crucial quality important for succeeding in graduate school? I will provide a few examples that suggest that: i) The answer is not intelligence — a minimum of intelligence, such as what everyone reading this article has, is sufficient for succeeding in any graduate school, ii) it is … hard work. I apologize for the disappointment.
